Educational resources for plurilingual education of schoolchildren: Analysis of the situation in Western Europe

У статті з’ясовано сутність поняття грамотність у сучасному європейському суспільстві. Визначено, що колекція навчальних матеріалів для багатомовної освіти характеризується неоднорідністю: вона містить одно-, дво- і багатомовні навчальні матеріали як для зорового чи слухового, так і комбінованого аудіовізуального сприйняття, а також включає інтерактивні засоби навчання. Розглянуто відмінності у позиціонуванні підручника в процесі навчання іноземної мови у західноєвропейському та вітчизняному науковому контексті. Проаналізовано характерні ознаки навчально-методичних комплексів з навчання англійської мови. Розкрито особливості сучасного підходу до навчання основної мови шкільництва. Представлено аналіз навчальних матеріалів для основних технологій формування багатомовності школярів у країнах Західної Європи.Учебные материалы для многоязычного образования школьников: Анализ ситуации в странах Западной Европы В статье определена сущность понятия грамотность в современном европейском обществе. Установлено, что коллекция учебных материалов для многоязычного образования характеризуется неоднородностью: она содержит одно-, двух- и многоязычные учебные материалы как для зрительного или слухового, так и комбинированного аудиовизуального восприятия, а также включает интерактивные средства обучения. Рассмотрены различия в позиционировании учебника в процессе изучения иностранного языка в западноевропейском и отечественном научном контексте. Проанализированы характерные признаки образовательно-методических комплексов по обучению английскому языку. Раскрыты особенности современного подхода к изучению основного языка преподавания в школе. Представлен анализ учебных материалов для основных технологий формирования многоязычия школьников в странах Западной Европы.The article deals with the analysis of the educational resources for multilingual education in Western European countries. The essence of the literacy concept in modern society is characterized by multilingualism and new technical possibilities. In addition to traditional skills of reading, writing, speaking and listening in several languages it also includes mediation as a student's ability to help to individuals who cannot communicate directly. The other important factor is the changing nature of the text that is associated with the development of digital technology. Modern students are more accustomed to reading multimodal in nature texts on the computer screen than on paper without images, and they find work on the computer keyboard much more comfortable then writing in a notebook. Differences in positioning a textbook for learning a foreign language in the Western European and Ukrainian national scientific context are considered. In the sense of a "basic learning tool" it is not a mandatory attribute of Western schools. It is determined that the collection of educational resources for plurilingual education is characterized by heterogeneity. The number of multilingual manuals is actually very limited. Modern collection contains educational materials for visual perception in print, audio and video recordings performed alive and recorded on modern media, as well as examples of linguistic and cultural behavior exhibited over the Internet. It contains single, dual and multilingual educational materials for visual or auditory and combined audio-visual perception, and includes interactive learning tools. Characteristic features of a coursebook for teaching English are analyzed. They are: cultural versatility; ideological neutrality of the content; gender, racial and social equality; promotion of human values; presenting the social successful people and examples of safe behavior etc. The peculiarities of the modern approach to teaching the basic language of schooling are revealed. The analysis of educational materials for basic technologies of schoolchildren’ plurilingualism development in Western European countries is represented

English Music in Spare Time and English Pronunciation – A Quantitative Study on 9th Graders in Finland

Today, music is a familiar component of people’s daily sound environment, and a significant amount of popular music contains English vocals. It has been established by various studies that music can aid language learning, but the studies have mainly been concerned with the effects of purposefully using music to boost learning. The aim of this study, however, was to investigate whether it is possible to acquire English pronunciation through listening to English music (= music with English vocals) and singing in English during one’s spare time without the intention of learning. The study examined 44 lower secondary school English students in Southwest Finland via a questionnaire and a picture description task (PDT). The PDT produced speech samples that were evaluated by a jury of nine native speakers of English based on three pronunciation criteria: accuracy, fluency, and intelligibility. The results of the study suggested that the English music people consume in their spare time could actually be beneficial for the development of their English pronunciation both directly and indirectly. The direct factors included natural language input and versatile output opportunities, whereas the indirect factors had to do with music’s capability to influence the learner’s motivation and affect, such as mood and attitudes. Especially singing in English seemed to be linked to better English pronunciation. The aim of this study is to inform people about the subconscious benefits of the day-to-day English music consumption as well as to encourage English learners to engage in English language music if they wish to improve their English pronunciation

Revista da Associação Portuguesa de Linguística

N.º 10 (2023) da Revista da Associação Portuguesa de Linguísticainfo:eu-repo/semantics/publishedVersio